Science popularization

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Science popularization describes the process of communicating complex scientific knowledge in a generally understandable form.

Historical classification

Concept history

Popularity (Latin from popularitas = friendly to the people, striving for popular favor) was a term used primarily for political purposes, which described the efforts of Roman politicians to gain the favor of the plebeians . Formulations such as popular language or popular lectures appeared for the first time in the early 19th century and meant common understandable, popular or easily understood. From 1850 onwards, popularity was described as popular or commonplace. Above all in the fields of the natural sciences, it was considered a popular education effort. It was during this time that connections between the terms science and popularity appeared for the first time. Popular scientists were henceforth distinguished from specialist scientists.

Socio-cultural background

The phenomenon of science popularization first appeared in the middle of the 19th century. Social change and an urging by the bourgeoisie for more influence on public life led this class to strive for more education, also beyond the institutions established at the time. In particular, the then still young natural sciences came into the focus of this movement. The demand for a generally understandable communication of the current state of scientific knowledge developed. As a result, more and more magazines and newspapers included science articles in their programs to convey such knowledge. In addition, the first public observatories were founded during this time . For example, in the 1880s, the Urania Berlin Society was created , a model for today's natural history museums and planetariums in terms of structure and program. In addition to the desire for education, there were other interests of the bourgeoisie. They wanted to dissolve the conservative structures of society, which relied on a rigid formal and bureaucratic system, and thus gain more influence. An important step in this direction was the abolition of the previous educational monopoly of the upper classes in humanistic education. In addition, they wanted to break the ideological sovereignty of the church, which seemed most likely through scientific knowledge. For the pioneers of science popularization, it was not just about improving their educational opportunities, but rather a general social upheaval took place. It is therefore not surprising that the state and other conservative institutions tried to prevent future public participation in the sciences. For example, the state of Prussia refused to financially support the construction of the Urania observatory in any way.

Differentiation from specialist science

With science popularization, subject-specific knowledge is processed and made available to a broad public. Scientific topics are presented in such a way that anyone interested can grasp and understand the topic. Therefore, foreign words are avoided as far as possible. If technical terms are used, they are explained in such a way that laypeople can also follow the content. There is also a reduction in the amount of information. Information that does not help understanding the result is omitted.

Genre-specific forms

In the process of communication, only very specific content and aspects reach the public. They are not conveyed on a scientific level, i.e. differentiated and continuously, but in the form of random reports on content from natural sciences, technology and medicine with a conspicuous character. Science populist articles do not target a specialized audience and are overview type. The classic scientific presentation with technical terms and uniform, standardized syntax is made accessible to an audience interested in science by dispensing with specific information and through simpler and more extensive explanations of information. The distinction to internal academic communication is characterized by the lack of an extensive bibliography and the marginal mention of research activities. Nevertheless, research results and observations are mentioned in experiments.

Representative

See also

literature

  • Andreas W. Daum: Science popularization in the 19th century. Civil culture, scientific education and the German public, 1848–1914. R. Oldenbourg Verlag, Munich 1998, ISBN 3-486-56337-8 .

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